Brainscape's Knowledge GenomeTM

Browse over 1 million classes created by top students, professors, publishers, and experts.


See full index

Human Behavior in the Social Environment > Chapter 3 Lenses for Conceptualizing Problems and Interventions: Biopsychosocial Dimensions > Flashcards

Chapter 3 Lenses for Conceptualizing Problems and Interventions: Biopsychosocial Dimensions Flashcards

1
Q

Disease model

A

rooted in physiological processes that affect behavior and development

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
2
Q

Medical model

A

this model emerged from Freud’s ideas about the roots of psychological problems as well as from advances in medicine and in our understanding of physiological problems as well as from advances in medicine and in our understanding of physiological processes

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
3
Q

The medical model posits that

A
  • Diseases can be identified through a list of symptoms

- These symptoms can be alleviated through logical and scientific examination of the “patient”

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
4
Q

Diagnostic and Statistical Manual of Mental Disorders (DSM)

A

describes the symptoms, etiology (causes), prevalence, and other aspects of most major mental health problems

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
5
Q

The nervous system

A

a complex electrochemical communication system for the body

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
6
Q

Central nervous system

A

consists of the brain and the spinal cord

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
7
Q

Peripheral nervous system

A

connects the brain and spinal cord to other parts of the body

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
8
Q

brainstem

A

regulates physiological functions such as sleep, temperature, and heart rate

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
9
Q

Thalamus

A

sits at the top of the brainstem and serves as a relay station for sensory information - has to do with sleep and wakefulness

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
10
Q

Cerebral cortex

A

the principal outer structure is responsible for complex mental functions such as planning and thinking

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
11
Q

Neocortex

A

the outermost part makes up about 80% of the cortex - language, judgment, and abstract reasoning

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
12
Q

Right hemisphere

A

responsible for helping us process emotion, nonverbal communication, and sensations such as touch and pressure

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
13
Q

Left hemisphere

A

helps us to process things like language and fine motor movements

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
14
Q

Broca’s area and Wernicke’s area

A

these two areas are located in the left hemisphere and help us to control and understand language

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
15
Q

Corpus callosum

A

this large bundle of axons connects the two hemispheres and relays information between the two

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
16
Q

Occipital lobes

A

These two areas at the back of the cerebral cortex allow us to process information such as color, shape, and motion

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
17
Q

Temporal lobes

A

two lobes at the sides of the cerebral cortex are responsible for hearing, language, and memory

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
18
Q

Frontal lobes

A

Large areas at the front of the cerebral cortex are responsible for personality, intelligence, and voluntary control of muscles (Phineas Gage)

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
19
Q

Prefrontal lobes

A

These lobes on top of the head are responsible for attention, spatial location, and motor control

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
20
Q

Limbic system

A

Between the brainstem and the cerebral cortex are two important structures

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
21
Q

Amygdala

A

helps us to recognize and discriminate things necessary to our survival, such as mates, food, and social rivals

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
22
Q

hippocampus

A

helps us to determine what information to store as memories and which information to recall

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
23
Q

Traumatic brain injuries (TBI) and chronic traumatic encephalopathy (CTE)

A

a degenerative brain disease found among athletes, military veterans, and others who experience repetitive brain trauma

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
24
Q

Neurons

A

cells that process information

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
25
Q

Neurons key structures

A
  • cell body with the nucleus
  • dendrites
  • axon
  • myelin sheath
  • collateral sprouting
  • substitution of function
  • neurogenesis
How well did you know this?
1
Not at all
2
3
4
5
Perfectly
26
Q

Dendrites

A

allow neurons to receive input from other neurons

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
27
Q

Axon

A

carries information away from the cell body to other neurons

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
28
Q

Myelin sheath

A

a layer of fat covering the axon that facilitates the nerve impulses that allow neurons to communicate

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
29
Q

Collateral sprouting

A

The axons of healthy neurons adjacent to damaged ones grow new branches

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
30
Q

Substitution of function

A

A damaged region of the brain is taken over by another, healthier area of the brain

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
31
Q

Neurogenesis

A

new neurons are generated; occurs in the hippocampus

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
32
Q

Neurotransmitters

A

chemicals that can activate electrical impulses in the nervous system

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
33
Q

The 3 ways neurons communicate with each other

A
  • synapse
  • terminal buttons
  • receptor sites
How well did you know this?
1
Not at all
2
3
4
5
Perfectly
34
Q

Synapse (or synaptic gap)

A

Since neurons do not directly touch one another, they must use chemicals to carry messages across the space between them (lie between the axon of one neuron and the dendrite of another)

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
35
Q

Terminal buttons

A

little sacs containing neurotransmitters

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
36
Q

Receptor sites

A

The dendrites of the receiving neuron have a variety of receptor sites, each of which accommodates a specific neurotransmitter. If there is a fit between the receptor and the neurotransmitter, the receiving neuron will accept the signal

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
37
Q

Reuptake

A

once the transmission of a neural impulse is complete, some of the neurotransmitter molecules that have not fit into receptor sites are reabsorbed into the axon

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
38
Q

Endocrine system

A

consists of a set of glands that work in concert with the nervous system

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
39
Q

Acetylcholine (ACh)

A

Stimulates neurons to fire; involved in muscle movements, learning, and memory

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
40
Q

Dopamine

A

Controls voluntary movements; affects sleep, mood, learning, and attention

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
41
Q

Endorphin

A

Stimulates neurons to fire and depresses nervous system activity

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
42
Q

GABA

A

Inhibits neurons from firing

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
43
Q

Glutamate

A

Stimulates neurons to fire; involved in learning and memory

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
44
Q

Norepinephrine

A

Inhibits firing of neurons in the central nervous system; stimulates neurons to fire in the heart, muscles, intestines, and urogenital tract; controls alertness

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
45
Q

Oxytocin

A

Associated with love and bonding

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
46
Q

Serotonin

A

Regulates sleep, mood, attention, and learning

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
47
Q

How many pairs of chromosomes does the nucleus of our cells contain?

A

23 pairs

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
48
Q

Sex chromosomes

A

determine whether we are male (XY) or female (XX)

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
49
Q

deoxyribonucleic acid (DNA)

A

Carries our genetic information

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
50
Q

genes

A

units of hereditary information composed of segments of DNA that direct and regulate the production of proteins, or amino acids, which are the basis of all of our bodily functions

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
51
Q

homozygous

A

when a pair of chromosomes consists of two dominant or two recessive genes

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
52
Q

heterozygous

A

when a pair of chromosomes consists of a dominant and a recessive gene

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
53
Q

genotype

A

The genes that we inherit and carry - that we possess in our chromosomes

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
54
Q

phenotype

A

the way in which genes are expressed - that are actually observable, such as blue eyes

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
55
Q

Dominant single-gene disorder

A

Huntington’s disease

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
56
Q

Recessive single-gene disorder

A

Cystic fibrosis

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
57
Q

X-linked single-gene disorder

A

Hemophilia

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
58
Q

Medical model critiques

A
  • Because DSM-5 criteria are so widely used and are often a part of clients’ permanent health care records, any use of the manual needs to be taken seriously
  • Even though the criteria for the disorders are generally based on research, there is still much room for speculation and error
  • Besides being subject to error, the research that supports the diagnostic criteria in the DSM-5 is open to criticism
  • If clients learn of their diagnosis, the symptoms or disorder might become a self-fulfilling prophecy
  • The medical model tends to focus exclusively on the individual when the issues might be in the environment as well.
  • the medical model focuses on clients’ problems, ignoring their strengths and resources
59
Q

cognition

A

mental processes

60
Q

Piaget’s theory

A

describes how people develop their capacities to think, learn, and process information from birth through their teenage years

61
Q

Sensorimotor stage

A

birth to 2 years: object permanence

62
Q

Object permanence

A

when children learn that even if objects and events are out of range of their senses, they continue to exist

63
Q

Preoperational stage

A

2-7 years- egocentrism, animism, centration, irreversibility, classification, seriation, lack conservation,

64
Q

Egocentrism

A

children cannot take into account the perspectives of others when thinking about objects or events

65
Q

animism

A

the belief that inanimate objects have lifelike qualities

66
Q

centration

A

they can focus on one aspect of an object at a time

67
Q

conservation

A

understanding that an object remains the same even if its characteristics change, such as its shape or the way it is contained

68
Q

irreversibility

A

inability to think about events in reverse order

69
Q

classification

A

children can differentiate between two objects based on their differences and unique properties

70
Q

seriation

A

children should be able to differentiate among objects based on their size, weight, or length

71
Q

Concrete operations stage

A

7-11 years - get past egocentrism, master skills associated with classification, conservation and seriation

72
Q

Formal operations stage

A

11-16 years - hypothetical-deductive reasoning, abstract thinking, consider multiple aspects of an object or event at one time, formulate hypotheses about what might happen if certain variables were manipulated, and analyze the properties of an object or event to derive conclusions about its nature or behavior

73
Q

The 4 stages of Piaget’s Theory

A
  • Sensorimotor stage
  • Preoperational stage
  • Concrete operations stage
  • Formal operations stage
74
Q

Accommodation

A

when we change our schema about something because new information we receive about it does not fit our preexisting ideas about how that something should be

75
Q

Assimilation

A

when we bring in new information about something to fit our existing schema

76
Q

Piaget’s Theory critiques

A
  • Piaget’s model of the development process stops in adolescence
  • Piaget developed his ideas based on observations of his own children; might be biased
  • tends to focus on what is “normal” for development; not flexible
  • The stage-like progression of development tends to underestimate the variations that take place in development
  • Piaget doesn’t pay enough attention to sociocultural factors that affect cognitive development
  • Research suggests that he may have underestimated children’s abilities
  • skills assumed to be mastered in the formal operations stage do not develop predictably or universally at any specific time
77
Q

Sigmund Freud

A

leader in developing psychoanalytic theory

78
Q

3 concepts or mental structures thought to be at the crux of personality (Freud)

A

Id, Ego, Superego

79
Q

Id

A

an element of our unconscious, which is made up of our basic needs and drives sex, thirst, and hunger

80
Q

pleasure principle (id)

A

governs the id to ensure that needs are satisfied

81
Q

Ego

A

the rational aspect of the mind - keeps the Id in check

82
Q

Reality principle

A

governs the ego by ensuring that actions are evaluated according to their consequences

83
Q

Superego

A

the conscience - based on morals and values

84
Q

Freud’s Stages in Psychosexual Development

A
  • Oral stage (birth-18 months)
  • Anal stage (18 months-3 years)
  • Phallic Stage (3-6 years)
  • Latency stage (6 years-puberty)
  • Genital stage (puberty on)
85
Q

Oral stage (birth to 18 months)

A

Pleasure centers on activities of the mouth, including feeding, sucking, chewing, and biting. Child focuses on receiving and taking

86
Q

Anal Stage (18 months to 3 years)

A

Pleasure centers on anal activities such as toileting. Child focuses on giving and withholding

87
Q

Phallic Stage (3-6 years)

A

Pleasure centers on genitals and self-manipulation

88
Q

Latency Stage (6 years to puberty)

A

Sexual instincts are unaroused, and the child focuses on play, learning and socialization

89
Q

Genital stage (puberty on)

A

Pleasure centers on love, work, and maturing sexually

90
Q

fixation

A

a person who does not succeed in a stage and becomes stuck in one stage

91
Q

Defense mechanisms

A

unconscious attempts to hide, suppress, or otherwise control the conflict

92
Q

Denial

A

Avoidance of unpleasant realities by ignoring or refusing to acknowledge them; probably the simplest and most primitive defense mechanism

93
Q

Identification with the aggressor

A

increasing feelings of worth by taking on the attributes of people or institutions of greater power, strength, or importance

94
Q

Intellectualization

A

Creating emotional distance through rationalizing or using logic

95
Q

Projection

A

Blaming others for one’s own shortcomings and mistakes

96
Q

Reaction formation

A

Developing attitudes and behaviors that are the opposite of repressed and unconscious dangerous or unpleasant impulses and desires

97
Q

Regression

A

Retreating to behaviors that were appropriate in earlier stages of development that bring easy satisfaction of desires or needs

98
Q

Repression

A

Unconscious process whereby painful or dangerous thoughts and desires are excluded from consciousness and can be revealed through dreams, jokes, or slips of the tongue

99
Q

Sublimation

A

Consciously satisfying socially unacceptable needs and desires through socially acceptable activities

100
Q

Withdrawal

A

Retreating into solitude to avoid painful emotions and situations

101
Q

Common Defense Mechanisms in Psychoanalytic Theory (9)

A
  • denial
  • identification with the aggressor
  • intellectualization
  • projection
  • reaction formation
  • regression
  • repression
  • sublimation
  • withdrawal
102
Q

Oedipus complex

A

a dilemma or conflict in which boys fall in love with their mothers, and at the same time feel antagonistic toward their fathers because of the rivalry for their mother’s attention

103
Q

feminine Oedipus attitude/Electra complex

A

The female version of the Oedipus complex

104
Q

Freudian Theory critiques

A
  • frequently doesn’t seem applicable to client situations; can be a stretch to relate problems of daily living to psychosexual development
  • Psychoanalysis takes a very long time
  • The constructs in this theory are almost impossible to define, measure, and test
  • focuses solely on the individual; avoiding environmental factors
  • ideas based on experiences of almost exclusively wealthy Caucasian women
  • Oedipus complex is male-centered and sexist
105
Q

Erikson’s Theory of Psychosocial Development

A

places greater emphasis on social vs sexual or biological influences in the environment and proposes that a person progresses through eight stages of psychosocial development

106
Q

Erikson’s Stages of Psychosocial Development (8)

A
  • Stage One: Trust vs. Mistrust (0-18 months)
  • Stage Two: Autonomy vs. Shame and Doubt (18 months to 3 years)
  • Stage Three: Initiative vs. Guilt (3-6)
  • Stage Four: Industry vs. Inferiority (6-12)
  • Stage Five: Identity vs. Identity Confusion (Adolescence)
  • Stage Six: Intimacy vs. Isolation (Young adulthood)
  • Stage Seven: Generativity vs. Stagnation (Adulthood)
  • Stage Eight: Integrity vs. Despair (Old Age)
107
Q

Trust vs. Mistrust (0-18 mo)

A

Children learn to trust others, particularly their caregivers. If their needs are not met, infants learn to mistrust others

108
Q

Autonomy vs. Shame and Doubt (18 mo to 3 years)

A

Children learn to do things, such as eat and dress, independently. If they can’t act independently, they develop a sense of self-doubt

109
Q

Initiative vs. Guilt (3-6)

A

Children take initiative to learn, explore, and manipulate their surroundings. If they are discourages, they will lack confidence to act on their interests and will not take the initiative to shape their lives

110
Q

Industry vs. Inferiority (6-12)

A

Children who are able to find ways to succeed will learn to be industrious (being productive). Those who experience repeated failures will develop feelings of inferiority, hampering their chances of success in the future

111
Q

Identity vs. Identity Confusion (adolescence)

A

Adolescents are exploring who they are and developing their sense of identity. If they have difficulty, they will be confused about who they are

112
Q

Generativity vs. Stagnation (Adulthood)

A

Adults begin to look past their own lives to the well-being of those around them. Adults who can’t do this become self-absorbed, stagnated, and unable to be productive for the sake of others

113
Q

Integrity vs. Despair (Old Age)

A

People in older age reflect on their lives and take inventory of their successes. Those who aren’t satisfied have a sense of despair and mourn for lost opportunities

114
Q

Epignetic principle

A

people have a biological blueprint that dictates how they grow and reach maturity

115
Q

Erikson’s Theory critiques

A
  • Erikson’s emphasis on stages of development can be limiting
  • The constructs of this theory are quite abstract and therefore difficult to measure and test
  • Societal norms and expectations about the developmental processes that should occur at various ages are always changing
  • This theory may lack relevance for some ethnic and other minoritized groups
116
Q

epigenetic principle

A

researchers are increasingly realizing just how much our environment shapes our biological development

117
Q

“Pure” behaviorists

A

argue that personality development occurs through learning and shaping behaviors

118
Q

Classical conditioning

A

focuses on how people respond to stimuli in their environment

119
Q

Unconditioned Stimulus

A

a stimulus that leads to an automatic response

120
Q

unconditioned response

A

an unlearned response that occurs naturally in reaction to the unconditioned stimulus

121
Q

conditioned stimulus

A

a previously neutral stimulus that, after becoming associated with the unconditioned stimulus, eventually comes to trigger a conditioned response

122
Q

conditioned response

A

an automatic response established by training to an ordinarily neutral stimulus

123
Q

Operant conditioning

A

the consequences of behavior that result in behavior change

124
Q

Reinforcement

A

refers to a consequence that occurs immediately after a behavior that increases the strength of that behavior

125
Q

Positive reinforcement

A

adding something positive to strengthen a behavior

126
Q

negative reinforcement

A

taking away something negative to strengthen a behavior

127
Q

punishment

A

weakening or reducing the frequency of a behavior by adding something negative or removing something positive

128
Q

Social learning theory/ social cognitive theory

A

people are active agents in their learning

129
Q

modeling

A

we can learn behaviors by watching how others do things and then imitating those behaviors

130
Q

self-efficacy

A

people’s expectations that they can perform a task successfully

131
Q

systematic desensitization

A

builds on the concepts of positive reinforcement and self-efficacy

132
Q

Learning theory critiques

A
  • treat people as passive agents who sit back and allow things to “happen” to them
  • do not consider the ways in which the environment influences people’s decisions and behaviors
133
Q

Existentialism

A

focuses on the meaning of life and people’s views on existence

134
Q

humanistic perspective

A

focuses on the ways people view life and being. rooted in the belief that people are active agents in their lives and have the ability to reason, make choices, form their experiences, and control their destinies

135
Q

person- centered therapy

A

based on a person’s self-concept. people have a natural inclination toward self-actualization

136
Q

According to Carl Rogers person-centered therapy, how do we achieve self-actualization?

A
  • our self-concept is congruent with our experiences
  • we experience positive regard (respect, esteem)
  • we have positive self-regard (we value ourselves)
137
Q

Gestalt therapy

A

posits that people go through life with “unfinished business” that affects behavior and relationships

138
Q

Transactional analysis

A

shares the notion that maladaptive behavioral patterns established in childhood often get in the way of later well-being

139
Q

structural analysis

A

looks at people’s ego states, or the structures that make up personality

140
Q

game analysis

A

examines specific patterns of interactions and behaviors among two or more people

141
Q

Person-centered/participant directed service models

A

based in humanistic and strengths perspectives as well as the social work value of self-determinism

142
Q

self/consumer-directed services

A

help people of all ages and ability levels determine what services best fit their needs

143
Q

Humanistic and Existential critiques

A
  • not based on a coherent theory of personality

- depending on the philosophy of the social worker, these ideas can be applied very differently by different works

Human Behavior in the Social Environment (12 decks)

Brainscape helps you reach your goals faster, through stronger study habits.
© 2024 Bold Learning Solutions. Terms and Conditions